Lesson Plan 4: Analyzing primary sources
times past pages 18-21
Lexile level: 1133L
10 Speeches That
Made History
From Patrick Henry’s “Give Me Liberty, or
Give Me Death!” address to Martin Luther
King’s “I Have a Dream” speech, our history
article spotlights some of the speeches that
changed the nation.
Before Reading
1
List Vocabulary: Share with students
the challenging general and domain-specific
vocabulary for this article. Encourage them to use
context to infer meanings as they read and to later
verify those inferences by consulting a dictionary.
Distribute or project the Word Watch activity
to guide students through this process, if desired.
2
chastise
consecrate
degenerative
extenuate
oppressive
vigor
Engage: Have students peruse the
headings for the selected speeches; survey
students on which ones they are familiar with.
Additional
Resources
upfrontmagazine.com
Print or project:
• Word Watch (vocabulary)
• ‘Give Me Liberty, or Give Me Death!’
(also on p. 13 of this Teacher’s Guide)
• Article Quiz (also on p. 10 of this
Teacher’s Guide)
Analyze the Article
3
Read and Discuss: Have students read the introductions to the speeches as well as the speech excerpts.
Review why the introductions are secondary sources while the speeches themselves are primary sources (Ask: When
was each text written? Did the writer personally experience or witness the events?) Then pose critical-thinking questions:
uWhich three of these speeches do you think did the
uRepetition is a popular oratory technique. In which
most to shape the course of the nation’s history?
speeches do you notice this, and what effect do you
Why? Are there other speeches not included here
think it has? (Henry repeats “Let it come!”, Lincoln
that you think deserve a spot on this list? Explain.
repeats “we cannot . . .”, and Gehrig repeats “that’s
(Students’ answers will vary but should be supported with
something.” Kennedy repeats the verb “ask,” and King
evidence from the text and solid reasoning.)
repeats the phrase “I have a dream.” This repetition
emphasizes key ideas and makes the speeches memorable.)
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U p f r o n t • u p f r o n t m aga z i n e . c o m
u Chief Joseph, Elizabeth Cady Stanton, and Martin
uThree speeches by U.S. presidents are excerpted.
Luther King all spoke on behalf of groups that were
What is the purpose of each? (Lincoln meant to give
mistreated or marginalized. How do the tones of their
Americans hope as the Civil War dragged on. Similarly,
speeches compare? (Chief Joseph’s tone is weary and
FDR set out to provide hope during the Great Depression.
melancholy. Stanton’s and King’s tones are passionate. In
Kennedy, speaking at a time of prosperity and peace, set out
each case, the tone matches the message of the speaker.)
to inspire Americans to help make the nation even better.)
4
Integrate the Longer Source: Project or distribute the PDF
‘Give Me Liberty, or Give Me Death!’ (p. 13 of this Teacher’s Guide), which
features a longer excerpt of Patrick Henry’s famous 1775 address than the one
featured in the magazine. Have students read it and answer these questions
(which appear on the PDF without answers). Discuss.
uWhat do you think is the purpose of Henry’s speech?
u What are some of the rhetorical and persuasive
What evidence in this excerpt supports your view?
devices that Henry employs in his speech? Are
(Henry’s purpose is to convince Virginia’s leaders to prepare
they effective, in your opinion? Explain. (Henry uses
to fight for independence from Britain. This is evident when
metaphors, like a lamp/light for his own point of view
he says, “If we wish to be free . . . we must fight!”)
derived from experience and chains for Britain’s grip
on the colonies. He uses the “strawman” technique —
uHow would you describe the tone of the speech?
acknowledging another point of view in order to knock
(The tone of Henry’s speech is fervent. It culminates in the
it down. He repeats the phrases “Let us fight” and “Let it
passionate exclamation, “I know not what course others
come,” and in a subtle bandwagon appeal, he notes that
may take; but as for me, give me liberty, or give me death!”)
colonists in Boston are “already in the field.”)
uWhat possible counterargument does Henry anticipate
u Do you agree with the Upfront article that this
to his position? How does he address it? (Henry
speech by Henry is among America’s most important
knows that some think Britain has been agreeable lately;
speeches? Explain. (Students’ answers will vary.)
Britain has looked on the colonists’ recent demands with
an “insidious smile.” But he points out that Britain has
NOTE TO TEACHERS: Try formulating questions like
simultaneously built up military might in the colonies. He
those on the pdf for other speeches in the issue that
says, “Are fleets and armies necessary to a work of love and
you’d like to explore in depth. Ask about tone, purpose,
reconciliation? . . . Let us not deceive ourselves.”)
audience, rhetorical technique, word meaning, and logic.
Extend & Assess
5
Writing Prompt
Reread Peggy Noonan’s
6
Classroom Debate
Many politicians employ
8
Paired Texts
Try pairing the article with
description of the power of speeches,
speechwriters rather than write their
Aristotle’s The Art of Rhetoric. Discuss
found in the article’s introduction.
own remarks. Should this be allowed?
what the Greek thinker meant by
Choose one speech and write an essay
explaining how it exhibits the features
Noonan describes (cadence, imagery,
rhythm, power to move hearts).
7
pathos, logos, and ethos, and where
Quiz
these modes of persuasion are evident
Use the quiz on page 10 of this
in the 10 speeches featured in Upfront.
Teacher’s Guide.
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